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Webology, Volume 14, Number 1, June, 2017

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Instruction of Citation Management Tools by Academic Librarians:

The Need for Training the Trainers

Maryam Sarrafzadeh

Corresponding author, Ph.D., Faculty Member, Department of Knowledge and Information

Science, University of Tehran, Tehran, Iran. E-mail: m.sarrafzadeh (at) ut.ac.ir

Narges Khaleghi

Faculty Member, Department of Knowledge and Information Science, University of Qom, Qom,

Iran. E-mail: nkhaleghi (at) qom.ac.ir

Received May 15, 2016; Accepted June 25, 2017

Abstract

The present paper is the result of a research which aimed to review the current level of support

and training provided for the reference management software (also known as citation

management tools) by academic libraries. The data was gathered on the basis of a survey of

Iranian universities’ websites. The results revealed that in about 50 percent of Iranian

universities, there is no information about reference management software at their websites at all.

In less than half of the remaining 39 universities, central library is responsible for introducing

and training of citations and reference management software. Research deputies and faculty

scholarly associations have been other organizers of reference management software training.

Furthermore, the results show that more than 90 percent of universities perform their training in

face to face format only. EndNote is the only citation management software supported

approximately by all universities. Teaching other reference management tools, such as Mendeley

or Zotero, has been very limited. Central libraries of 11 universities have regular training

programs for EndNote. Authors suggest that librarians themselves get instruction on using

citation management tools to be able to teach library users. Also, there is a need for providing

online tutorials on reference management software.

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Keywords

Citation management software; Reference management software; Bibliographic management

software; Citation tools; Information literacy instruction; Academic libraries

Introduction

Observing ethical issues in the use of information, paying attention to copyright issues, and

avoiding plagiarism are important aspects of information literacy. In fifth part of Information

Literacy Competency Standards for Higher Education developed by Association of College &

Research Libraries (ACRL), one of the expected skills for an information literate person is

mentioned as follows, “Selects an appropriate documentation style and uses it consistently to cite

sources” (ACRL 2000, Libraries, 2000). Citation management is one of the difficulties of writing

scholarly and research papers especially when writing literature review, in which many sources

are studied and used. Bibliographic information of the cited sources should have been entered

correctly so the reader can find them easily if necessary.

Manual recording of bibliographic information and then copying information of sources used in

research process can lead to errors in content organization of resources that would hinder

retrieval of citations. Moreover, citation has become more complicated because of the different

forms of information resources. While in the past books and articles were the only forms of

publishing scholarly information, today’s information is presented in various forms; from the

websites and blogs to discussion group messages, wikis, photos, video clips, podcasts, etc.

Reference management software help authors manage too many citations and keep citations

consistent. It is worth to note that there are different names in the literature for this kind of

software including: Bibliographic management software/tools, citation management

software/tools. For the ease of reading this paper, Reference management software (here after

RMS) has been used to refer to those software/tools. Research shows that the use of this software

can reduce human errors (Smith and Baker, 2007). They also increase scholarly productions by

facilitating citations.

One of the criteria for evaluating scholarly publications is to observe citation principles and

citation accuracy. Journals and conferences do not follow the same citation standards and to

publish an article a researcher should follow citation style accepted by that specific journal or

conference. The possibility of producing different outputs in accordance with the standards of

different magazines is one of the capabilities of the reference citation software.

Citation software also helps researchers and writers in managing information. We may find

resources related to the subject of our research on the web and databases every day. Citation

management software enables us to create a database of all the resources, store their full text and

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjR9tX_oJLMAhXJ2xoKHeO0CUYQFggcMAA&url=http%3A%2F%2Fwww.ala.org%2Facrl%2F&usg=AFQjCNGOII0I3N5PwBjV-jIIH-u-Df5q-A&bvm=bv.119745492,d.d24

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjR9tX_oJLMAhXJ2xoKHeO0CUYQFggcMAA&url=http%3A%2F%2Fwww.ala.org%2Facrl%2F&usg=AFQjCNGOII0I3N5PwBjV-jIIH-u-Df5q-A&bvm=bv.119745492,d.d24


bibliographic information in it, and retrieve them at necessary times. Machine entering of in-text

citations is another characteristic of such software. When installing citation management

software, their related add-on is created in word-processing software. These way citations can be

invoked in the machine from the database of citation software in use simultaneous with writing

articles. Of course, Microsoft Word software also has the ability of Cite while you write

(CWYW) but citation management software capabilities are far more than these in a way that

they have become a tool for personal information management and scholarly social networking.

The advent of the first citation software dates back to the 1980’s (Gilmour & Cobus-Kuo, 2011).

According to Wikipedia (2016), there are more than 30 different reference management

softwares (RMS). The most popular softwares are EndNote, RefWorks, CiteULike, Mendeley,

ProCite, and Zotero. Pajoohyar is a citation management software which has been developed in

Iran in response to incompatibility of other software with Persian language. Reference

management softwares have different features and capabilities. Some of RMS, such as

CiteULike, Zotero and Mendeley have Web 2.0 capabilities and have been created with the aim

of sharing citations between researchers and are mainly used online. Zotero sits on a web

browser. Mendeley has both a web interface and a desktop client. Some older citation

management softwares like EndNote also have the ability to be installed on a computer. Some of

these are commercial software such as EndNote and some, like Zotero, are open source and free.

The number of citation management software and their complexity are increasing. While in the

past, information must have been entered manually, today data entry is perfectly done by

machine. Recently applications of some of reference software for mobile phones and tablets have

been created to provide the ease of having references at hand and on move.

Literature review

Some scholarly articles, mostly written by librarians, have introduced and compared citation

management software, reviewing strengths and weaknesses of them. In fact, according to Melles

and Unsworth, a significant proportion of the RMS literature is devoted to the functionality of

RMS and comparisons of RMS products. In a more recent research, Van Ullen and Kessler

(2016) have reviewed citation apps for mobile devices. They report a level of error in citation

outputs of those apps and recommend scholars to check and control citations generated by apps.

But the literature has paid less attention to the outcomes of reference management instruction in

academic libraries (Melles & Unsworth, 2015).

Teaching citation principles and methods has always been part of the information literacy

education in academic libraries. During the recent decade RMS training has also been added to

information literacy education programs. Reviewing websites of academic libraries in developed

countries show that they offer citations and citation management software training in various


ways, such as workshops, written guides, online tutorials, and even in the form of games.

East has reviewed the websites of 39 academic libraries in Australia to explore their EndNote

training. The results showed that 53 percent of libraries have included EndNote training

resources on their websites (East, 2001). In a similar research, McMinn (2011) has investigated

111 American university libraries’ websites for citation management software instruction. The

results show that 72 percent of the libraries have provided instructional materials for RefWorks

and EndNote training. Harrison (2005) describes how the Manchester Metropolitan University

Library delivers Endnote training to its academic staff and students through hands-on

workshops/classes and online tutorials. Duong (2010) reports on promoting Zotero to students

and faculty members as an outreach activity. MacMillan (2012) reports on introducing Mendeley

to students and faculty members. He believes that with sharing and resource discovery

capabilities of Mendeley, its instruction extends the librarian’s role from bibliographic instruction

into finding resources in new ways. In support of using Mendeley by researchers, MacMillan

then argues that although some academics may be slow to embrace social networking, using

RMS such as Zotero or Mendeley may enhance their scholarly impact and their altmetrics

ranking (MacMillan, 2012).

Melles and Unsworth (2015) examined the reference management practices of humanities and

social science postgraduate students and academics. Their findings showed that the reference

management practices are individual and personal and do not always involve the use of RMS.

Sarrafzadeh and Hazeri (2014) investigated the familiarity and use of reference management

software by library and information science (LIS) faculties in Iran. Their results showed that

considerable portion of LIS faculties do not use RMS.

Rempel and Mellinger (2015) explored how researchers choose a bibliographic management tool

and what makes them to continue using them. Results showed that ease of use was the most

important factor in choosing a bibliographic management tools. They argue that librarians may

have less influence over researcher’s decisions to continue using bibliographic management

tools.

Citation management software education is presented in a limited form in Iran by Iranian

Research Institute for Science and Information Technology, Computer Research Center of

Islamic Sciences, Library and Information Science Association and private organizations such as

Armook. Universities are the main centers of producing and disseminating knowledge and

publications. Students and faculty members would produce more quality works using RMS. But

is citation management software training taken seriously in Iranian universities? The current

study aimed to answer this question.


Materials and Methods

The research method is descriptive. The list of all public universities, under the management of

Iranian Ministry of Science, Research and Technology, was gathered from the website of Islamic

world science citation center (ISC). A search was conducted in May 2016 of websites of all 80

Iranian public universities, to locate information relating to the use of most popular RMS at each

university. A checklist was developed according to the experience of the authors of the present

paper and similar research. After reviewing the checklist by some professionals, the final

checklist was used to survey the websites. Data was collected in response to the following

questions:

Is there any kind of training provided by universities for RMS?

If so, which unit within the university has offered the training?

Is the training offered free of charge or there is a fee for that? What is the duration of

training?

What is the method of training (face-to-face workshops/classes; online tutorials, etc).

The checklist components and items of this checklist are presented in Tables 1, 2 and 3 in detail.

The data obtained from websites was entered into Excel software and then was analyzed in

response to above questions.

Findings

Researchers found that from 81 universities, 41 universities did not have any information about

citation management software on their websites. Therefore, these 41 university websites were

excluded from the study population and the remaining 39 websites were investigated further.

Findings have been summarized in following parts.

Part A: The introduction and announcement of citation software training on the website of

the university and central library:

Table 1 shows that in 39 universities, citation management software has been presented in

various parts of their websites, including university website homepage, central library, and

university associations’ sites. The most supportive universities in terms of RMS training are

University of Tehran, Ferdowsi University of Mashhad, Bahonar University of Kerman, Allameh

Tabataba'i University, University of Zanjan, Shahid Chamran University, Shahed University,

Yasouj university, Birjand University, Imam Reza International University, Iran University of

science and technology, and Petroleum University. These universities hold workshops such as

EndNote training workshops regularly. But, the rest of universities do not have a regular

schedule for training programs. Workshops are held from time to time and sometimes on the

occasion of festivals such as Research Week, Book Week, Student Day, etc.

According to the data of Table 1, in less than half of the universities, the training provider unit is

http://ur.isc.gov.ir/ranking_list93.aspx

http://atu.ac.ir/en

http://atu.ac.ir/en

http://atu.ac.ir/en


their central library. Also, more than 90 percent of universities are teaching EndNote for their

RMS training. Teaching other software, such as Mendeley (5 cases), Zotero (3 cases), RefWorks

(2 cases), and Citavi (1 case), has been very limited.

Part B: Linking to RMS manuals and educational materials; downloading citation software in

university websites and holding workshops at universities:

Table 2 indicates that only 8 universities, including University of Tehran, Ferdowsi University of

Mashhad, Shahid Bahonar University of Kerman, Allameh Tabataba'i University, Shahed

University, Imam Reza International University, and Shahrood Industrial University have links to

manuals of citation software on their sites. Most of universities have not added any link for

downloading RMS. Moreover, online training of RMS was only provided by University of

Tehran and University of Kashan.

Part C: Responsible unit for RMS training, methods of teaching, duration of training

Based on Table 3, among the universities providing RMS workshops, in less than half of the

cases (33 percent) Central Library has been responsible for introducing and organizing

workshops. In about 38 percent of universities, Research Department has organized workshops.

In some universities such as University of Tehran, University of Isfahan, Shahid Bahonar

University of Kerman, Alzahra University, University of Mazandaran, Tafresh University, and

University of Maragheh, faculty scholarly associations have run citation workshops.

Also according to Table 3, more than 90 percent of universities (36 universities) run their

trainings face to face and people participate in these classes for free or for some small fees.

University of Tehran and University of Kashan, have offered their training in virtual forms as

well. It should be noted that text-based and PowerPoint files have been available to everyone for

free on those university websites, but video online tutorials were offered for a fee for students

and faculty members. The training was either targeted to the general academic community (19

cases), graduate students (13 cases), faculties (10 cases), or for foreign students.

In more than half of the university websites (53 percent), accessing and finding citation

management software was an easy task. It should be explained that easy findings of citation

management software in websites means that upon entering the homepage of university or that of

central library, announcements or text files of citation management software could be seen. In

other words, the user can find it in the website at the first glance. But in other universities,

citation software is introduced or taught by colleges, research departments, or scholarly

associations and there is no announcement about them on the home page of university websites.

As a result, one should search in the website’s others various pages and even in the weblogs of

various faculties of the university in order to find the related material. Hence it can be said that

finding citation software training announcements is more difficult in those websites.

http://atu.ac.ir/en


Discussion

As the results show, from the 80 universities in Iran, more than half of them do not provide any

training or introduction of citation management software. In the rest of universities EndNote is

the most popular RMS. EndNote is known more than other citation management software in

Iran. Maybe because it is older than other RMS and it has desktop offline version, too. However,

this is not the case for Iran only and in other countries it is the most popular RMS used by

scholars. Using EndNote for Persian language has some difficulties as it is not compatible with

this language. Therefore, mostly scholars in science and engineering fields use it as their main

language for scholarly reading and writing is English. Pajoohyar is a RMS which has been

developed by Computer Research Center of Islamic Sciences based on open source and free

RMS of Zotero and in accord with Persian language, especially for humanities that use mostly

Persian resources. Although the developers of Pajoohyar have regular workshops for training the

software in their company, there wasn’t any evidence for its presence in universities’ websites.

As findings show, the academic libraries of Iran haven’t had a strong role in organizing

workshops and training courses for RMS. In less than half of the universities, libraries have been

responsible for EndNote training and in other cases research departments, scholarly associations,

and faculties have managed it. This is despite the fact that in other countries academic libraries

have been the responsible unit in teaching RMS in universities (East, 2001). The lack of required

skills among academic librarians might be the main obstacle in providing RMS trainings. As was

mentioned earlier, there are very limited professional development opportunities for librarians in

Iran to skill up their RMS competencies. It might be argued that librarians must have been learnt

RMS during their Library and Information program while they were students. But the results of a

study show that most LIS faculties in Iran do not use any kind of RMS (Sarrafzadeh & Hazeri,

2014) in order to be able to teach RMS to their students. So, LIS faculty members are also in the

need of receiving RMS training.

Except in a few universities where the central library have offered EndNote training regularly,

there was no schedule for citation software training in other universities and only occasionally

RMS workshops have been organized according to different occasions such as research week or

book week. In more than 90 percent of the cases, software training workshops have lasted for 2

to 6 hours. In other cases, written guides have been provided online. Furthermore, there were no

multimedia or online tutorials in the reviewed websites for RMS training.

It is worth noting that university website was the only source of data collection in this study;

therefore, it is likely that some universities have not reflected their activities and services on

RMS training on their websites. There might be universities that are active in citation

management software training, but reports of these activities is not reflected in the University's

website, so the results of this study are affected by this fact.


Conclusion

As the results show, despite the importance of the citations and citation management software in

development of research and publication of scholarly works, it is rarely taught by Iranian

academic libraries. This is despite the fact that citation education has been an old tradition in

academic libraries. Initially it was known as “Bibliographic Instruction”. Today, bibliographic

education is very detailed and includes plagiarism and citation management software training.

Citation training is prerequisite to citation management software training and must be taught in

universities seriously. High amount of plagiarism is alarming in Iran and citation training is

essential at least to reduce unintended plagiarism.

Since citation accuracy is very important for publishing scholarly works and is considered one of

the most important criteria for evaluation of scholarly papers, lack of awareness of researchers

and academics about the principles of citations in Iran can lead to reducing the number of

publications of Iranian scholars in international journals.

Regarding the teaching methods, online video tutorials should also be provided to help the

people learn the citation management software in their own appropriate time. The physical

existence of libraries, especially academic libraries, as repositories of books and other

information sources is changing rapidly. As academics find relevant information in online

resources, academic libraries are changing to online entities, so a change in user education is

essential. This is why libraries offer part of their training online in the form of written and audio-

visual formats, in addition to face to face classes and print educational resources, in order to be

used by the audience at any time. An important part of academic library websites in developed

countries is online training of users that is offered in the form of texts, podcasts, videos and even

games. Multimedia tutorials can rarely be found in academic libraries in Iran and existing online

tutorials are not beyond text and PowerPoint files.

One reason for librarians’ poor support of RMS training could be that they themselves have not

received training to be able to teach faculty members and students. Also, librarians traditionally

have not been active in conducting research and writing papers and therefore haven’t had a need

to use RMS.

In order to equip librarians with RMS skills and make them trainers, it is essential to provide

them with educational programs. Training librarians can be achieved in two ways: 1. in the form

of professional developments courses that can be offered by Iranian Library and Information

Science Association or other institutions of professional education. 2. Training Library and

Information Science (LIS) students who are potentially future librarians.

Continuing professional development (CPD) opportunities for Library and Information

professionals (LIS professionals) are very rare in Iran and apart from workshops and webinars


which are presented occasionally there is no established program for CPD of LIS professionals.

Additionally, lack of time and budget inhibits LIS professionals to attend workshops,

conferences, etc.

Involvement of librarians in training can enhance their status among their community. For

optimal planning of citation and citation management software training, skills needed by

students, professors, and researchers should be reviewed. Some research is also needed to

measure knowledge and skills of academic librarians in citation management software and their

tendency and motivation to learn citation management software. This will provide a foundation

for organizing professional development trainings for academic librarians.

References

ACRL (2000). Information literacy competency standards for higher education. Retrieved August 20,

2017, from http://www.ala.org/acrl/standards/informationliteracycompetency

Duong, K. (2010). Rolling out Zotero across campus as a part of a science librarian's outreach efforts.

Science & Technology Libraries, 29(4), 315-324.

East, J. W. (2001). Academic libraries and the provision of support for users of personal bibliographic

software: a survey of Australian experience with EndNote. LASIE (Library Automated Systems

Information Exchange), 32, 64-70.

Gilmour, R., & Cobus-Kuo, L. (2011). Reference management software: A comparative analysis of

four products. Issues in Science and Technology Librarianship, (66), 63-75.

MacMillan, D. (2012). Mendeley: Teaching scholarly communication and collaboration through social

networking. Library Management, 33(8/9), 561-569.

McMinn, S.H. (2011). Library support of bibliographic management tools: A review. Reference

Services Review, 39(2), 278-302.

Melles, A., & Unsworth, K. (2015). Examining the reference management practices of humanities and

social science postgraduate students and academics. Australian Academic & Research Libraries,

46(4), 250-276.

Rempel, H.G., & Mellinger, M. (2015). Bibliographic management tool adoption and use: a qualitative

research study using the UTAUT model. Reference & User Services Quarterly, 54(4), 43-53.

Sarrafzadeh, M., & Hazeri, A. (2014). The familiarity and use of reference management software by

LIS faculties in Iran. New Library World, 115(11-12), 558-570.

Smith, C., & Baker, B. (2007). Technology in nursing scholarship: use of citation reference managers.

International Journal of Mental Health Nursing, 16(3), 156-160.

Van Ullen, M.K., & Kessler, J. (2016). Citation apps for mobile devices. Reference Services Review,

44(1), 48-60.


Appendix: Tables

Table 1. The amount of introduction and announcement of citation software training on the website

of the university and central library

No. University RMS that is

trained

Notificatio

n of RMS

in Central

Library

Referring

to RMS in

University

website

No

. University

RMS that is

trained

Notificati

on of

RMS in

Central

Library

Referring

to RMS in

University

website

1 U. of Tehran End Note,

Mendeley 21 U. of Birjand

End Note in

3 courses -, +, - +

2 Ferdowsi U. of

Mashhad End Note + + 22 ShahreKord U.

End Note in

2 courses - +

3 Shiraz University - - - 23

Gorgan U. of

Agricultural

Sci. and

Natural Res.

End Note - +

4 Shahid Beheshti U. End Note,

Zotero - , + +, + 24

Vali Asr U. of

Rafsanjan

End Note in

2 courses + +

5 U. of Isfahan Zotero - + 25 Hakim

Sabzevari U. End Note - +

6 Shahid Bahonar U.

of Kerman

End Note in 3

courses - + 26

U. of

Maragheh End Note - +

7 Razi University End Note - + 27 Tafresh U. End Note - +

8 U. of Kashan End Note - + 28 U. of

Hormozgan End Note - +

9 U. of Mazandaran End Note - + 29 Malayer U. End Note - +

10 Kharazmi U. word - + 30

Koramshahr

Marine Sci. and

Technology U.

End Note - +

11 U. of Zanjan

End Note in

2courses,

Mendeley

-, + +, + 31 U. of Science

and Culture End Note - +

12 Alzahra U. End Note - + 32 Imam Reza

international U.

End

Note,Zotero

, Mendeley,

Works,

Citavi,word

-, +, - +

13 Allame Tabataba'i

U.

End Note,

Mendeley +, + +, + 33

Sharif U. of

Technology End Note + +

14 Yazd University End Note - - 34

Iran U. of

Science and

Technology

End Note in

3 courses - +

15 Shahid Chamran U.

of Ahvaz End Note -, + +, + 35

Babol

Noshirvani U.

of Technology

End Note - +

16 Shahed U. End Note,

Mendeley +, - +, + 36

Shahrood U. of

Technology End Note - +

17 Yasouj U. End Note - + 37 Petroleum U.

of Technology

End Note,

Ref Works - +

18 Azarbaijan Shahid

Madani U. End Note + + 38

Kermanshah U.

of Technology End Note - +

19 U. of M. Ardabili End Note in 2

courses - + 39

Arak U. of

Technology End Note - +

20 Imam Khomeini

International U. End Note + +


Table 2. Linking to a manual and download citation software in university websites and holding

workshops at university

Ex

tern

al l

ink

s t

o

RM

S e

du

cati

on

al

mat

eria

ls

are

pro

vid

ed

Tec

hn

ical

sup

po

rt

is p

rov

ided

A l

ink

fo

r

do

wn

load

ing

RM

S i

s p

rov

ided

Vir

tual

tra

inin

g

Tra

inin

g p

rov

ided

are

occ

asio

nal

ly

or

reg

ula

rly

Un

iver

sity

No

.

Ex

tern

al l

ink

s t

o

RM

S e

du

cati

on

al

mat

eria

ls

are

pro

vid

ed

Tec

hn

ical

sup

po

rt

is p

rov

ided

A l

ink

fo

r

do

wn

load

ing

RM

S i

s p

rov

ided

Vir

tual

tra

inin

g

Tra

inin

g p

rov

ided

are

occ

asio

nal

ly

or

reg

ula

rly

Un

iver

sity

No

.

- - - - regularly U. of

Birjand 21 -, + - - + regularly

U. of

Tehran

1

- - - - occasionally ShahreKord

U. 22 - - - - regularly

Ferdowsi

U. of

Mashhad

2

+ - - - occasionally

Gorgan U.

of

Agricultural

Sci. and

Natural

Res.

23 - - + - -

Shiraz

Universit

y

3

- - - occasionally

Vali Asr U.

of

Rafsanjan

24 - - - - occasionally

Shahid

Beheshti

U.

4

- - - - occasionally

Hakim

Sabzevari

U.

25 - - - - occasionally U. of

Isfahan

5

- - - - occasionally U. of

Maragheh 26 + - - - regularly

Shahid

Bahonar

U. of

Kerman

6

- - - - occasionally Tafresh U. 27 - - - - occasionally

Razi

Universit

y

7

- - - - occasionally U. of

Hormozgan 28 - - - + occasionally

U. of

Kashan

8

- - - - occasionally Malayer U. 29 - - - - occasionally

U. of

Mazanda

ran

9


Koramshahr

Marine Sci.

and Tech.U.

30 - - - - occasionally Kharazm

i U.

1

0


U. of

Science and

Culture

31 - - - - regularly U. of

Zanjan

1

1

+ + + - regularly

Imam Reza

internationa

l U.

32 - - - - occasionally Alzahra

U.

1

2

- - - - regularly Sharif U. of

Technology 33 + - - - regularly

Allame

Tabataba'

i U.

1

3

- - - - regularly

Iran U. of

Science and

Technology

34 - - + - -

Yazd

Universit

y

1

4


Babol

Noshirvani

U. of

Technology

35 - - - - regularly

Shahid

Chamran

U. of

Ahvaz

1

5

+ - - - occasionally Shahrood

U. of 36 +, - - - - regularly

Shahed

U.

1

6


Technology


Petroleum

U. of

Technology

37 - - - - regularly Yasouj

U.

1

7


Kermansha

h U. of

Technology

38 - - - - occasionally

Azarbaija

n Shahid

Madani

U.

1

8

- - - - occasionally Arak U. of

Technology 39 - - - - occasionally

U. of

Mohaghe

gh

Ardabili

1

9


Imam

Khomein

i

Internatio

nal U.

2

0

Table 3. Responsible groups for organizing the workshops, method and duration of training

Training organizer Version of

Software

Method of

training

Is

training

Free?

Duration

of

Training

(Hour)

It is easy to

find citation

software in

website

University No.

central library, scientific

association End Note 16

face to face,

virtual - , + 4 + U. of Tehran 1

central library End Note 5 face to face + 2 + Ferdowsi U. of

Mashhad 2

- End Note 5, 7, 15,

17 - - - - Shiraz University 3

deputy of research, central

library - face to face + 4, 2 + Shahid Beheshti U. 4

center for

entrepreneurship - face to face - 4 - U. of Isfahan 5

central library, faculty of

literature End Note 7 face to face - 2 +

Shahid Bahonar U. of

Kerman 6

international academic

collaboration office - face to face - - - Razi University 7

deputy of research,

Iranian Research Institute

for Information Science

and Technology

End Note7 virtual - - + U. of Kashan 8

faculty of science - face to face - - - U. of Mazandaran 9

faculty of psychology - face to face - 2 - Kharazmi U. 10

central library, deputy of

research , biology group End Note 7 face to face - 4, 6 + U. of Zanjan 11

scientific association of

linguistic students - face to face - 4 - Alzahra U. 12

central library - face to face + 4/30, 2 + Allame Tabataba'i U. 13

- End Note 7 - - - - Yazd University 14

central library, talent

office - face to face - 2, 8 +

Shahid Chamran U. of

Ahvaz 15


research End Note 6 face to face - 4 + Shahed U. 16

deputy of research - face to face - 8 - Yasouj U. 17


Bibliographic information of this paper for citing:

Sarrafzadeh, Maryam, & Khaleghi, Narges (2017). "Instruction of Citation Management Tools

by Academic Librarians: The Need for Training the Trainers." Webology, 14(1), Article 155.

Available at: http://www.webology.org/2017/v14n1/a155.pdf

Copyright © 2017, Maryam Sarrafzadeh and Narges Khaleghi.

central library - face to face - - + Azarbaijan Shahid

Madani U. 18

deputy of research - face to face - 2, 1/30 - U. of Mohaghegh

Ardabili 19

central library - face to face + - - Imam Khomeini

International U. 20


research, faculty of

science

- face to face - 2 + U. of Birjand 21

deputy of research, center

for entrepreneurship - face to face + 2/30 + ShahreKord U. 22


water engineering group - face to face - - -

Gorgan U. of

Agricultural Sci. and

Natural Res.

23

central library - face to face - 8, 4 + Vali Asr U. of

Rafsanjan 24

faculty of sport sciences - - - - - Hakim Sabzevari U. 25


plant pathology - face to face - 4 - U. of Maragheh 26

faculty of electronic

engineering - face to face + - - Tafresh U. 27

deputy of research - face to face + 2 + U. of Hormozgan 28


faculty of science - face to face - 6 + Malayer U. 29

research information

management - face to face - 2 +

Koramshahr Marine

Sci. and Tech.U. 30

open and specialized

training center - face to face - - +

U. of Science and

Culture 31

deputy of research,

information science

association

End Note 16 face to face + 2, 3, 4 + Imam Reza

international U. 32

central library - face to face - 4 + Sharif U. of

Technology 33


research - face to face + 3, 4 -

Iran U. of Science and

Technology 34

deputy of research - face to face - .83 - Babol Noshirvani U. of

Technology 35

faculty of computer

science - face to face - - -

Shahrood U. of

Technology 36

deputy of research - face to face - - + Petroleum U. of

Technology 37

deputy of research - face to face + 4 - Kermanshah U. of

Technology 38

deputy of research, deputy

of - face to face - 1 + Arak U.of Technology 39

instruction of citation management tools by academic ... · macmillan (2012) reports on introducing...

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